Description

Written by renowned author, Jodi Reiss, 120 Content Area Strategies for Teaching English Language learners offers practical instructional and assessment strategies built on a strong foundation of second language acquisition theories and principles that you can easily incorporate into your daily classroom instruction. These strategies address how to build background knowledge and learning strategies, read for comprehension, give clear instructions, assess learning, consider culture & its impact on learning, and more. All 120 strategies are concise and easy to follow with helpful guides to help you maximize your secondary students’ performance potential in the content areas at every level of English language development.

New to this Edition:

15 new practical applications

Substantial additions in areas of reading the textbook, review techniques and products, and questioning techniques for increased participation

Expanded and updated TechConnection websites

Book Club section with questions for self-directed discussion

Chart of select strategies cross-referenced with core content areas in addition to previously included chart of strategies that support the four language skills

Table of Contents

Contents

Foreword: Ten Questions

Preface

Part I Perspectives for Classroom Practice: Theory and Culture

Chapter 1 Theoretical Considerations

Why Content Teachers Can Help

How Content Teachers Can Help

Theoretical Foundations

Cummins: Differentiation of Social and Academic Language

Krashen: The Affective Filter

Krashen: The Comprehensible Input Hypothesis

Vygotsky: Zone of Proximal Development

Swain: Meaningful Output

Brown: Principles of Language Teaching and Learning

Bloom: Taxonomy

Applying the Theories and Principles

Theory to Application: Twelve Guidelines for Practice

Questions for Discussion

References and Resources

Chapter 2 Culture and Content Instruction

Culture and the Process of Content Instruction

Class Work Patterns

Instructional Patterns

Questioning Patterns

Expressing Opinions

Response Time Patterns

Attention Patterns

Feedback Patterns

Patterns of Address

A Shift in Perception

Cultural Behaviors Change Slowly

Culture and the Product of Content Learning

Special Considerations for Teachers of Math

Special Considerations for Teachers of Science

Special Considerations for Teachers of Social Studies

Special Considerations for Teachers of Language Arts, Reading, and Literature

Questions for Discussion

References and Resources

Part II Strategies for Classroom Practice: Instruction

Chapter 3 Meeting State Objectives and Standards: Making Good Choices

Standards for English Language Learners

The Dilemma of Standards

Selecting Standards, Topics, and Objectives

The Objective: Analyze Standards, Topics, and Objectives to Make Sound Choices

In Summary: Selecting Standards, Topics, and Objectives

Questions for Discussion

References and Resources

Chapter 4 Learning Strategies for English Language Learners

Learning Strategies Defined

Learning Strategies and Teaching Strategies: Same or Different?

Learning Strategies and Learning Styles: Same or Different?

The Types of Learning Strategies

Metacognitive Strategies

Cognitive Strategies

Memory Strategies

Social Strategies

Compensation Strategies

Working with Learning Strategies

The Objective: Combine Strategies and Strategy Types

The Objective: Actively Teach Learning Strategies

In Summary: Working with Learning Strategies

Questions for Discussion

References and Resources

Chapter 5 A Solid Start: Building and Activating Background Knowledge

Motivation

Preexisting Knowledge

All Students Need Background Knowledge

Working with Background Knowledge

The Objective: Use Varied Techniques to Activate and Build Background Knowledge

In Summary: Working with Background Knowledge

Questions for Discussion

References and Resources

Chapter 6 Presenting New Material: Teaching the Lesson

Oral Academic Language

The Difficulties of Oral Academic Language

Teacher Talk

The Objective: Pace Your Speech

The Objective: Simplify Your Speech

The Objective: Enhance Your Words

Classroom Routine and Review

The Objective: Create Classroom Routines

The Objective: Get into the Routine of Review

In Summary: Teaching the Lesson

Questions for Discussion

References and Resources

Chapter 7 Did They Get What I Taught? Checking Comprehension

Questions, Answers, and Participation in the Classroom

The Objective: Formulate Questions in Ways that Encourage Participation

The Objective: Fine Tune Your Awareness of Student Participation

In Summary: Classroom Questions, Answers, and Participation

Questions for Discussion

References and Resources

Chapter 8 Extending Comprehension: Textbook Vocabulary Strategies

New Vocabulary: Which Words to Teach?

Synonyms

Idioms

New Usages of Familiar Words

Just Plain New Words

Teaching and Learning Vocabulary

The Objective: Use Meaningful Strategies for Teaching and Learning Vocabulary

The Objective: Integrate Vocabulary Development into Daily Instruction

In Summary: Teaching and Learning Vocabulary

Questions for Discussion

References and Resources

Chapter 9 Extending Comprehension: Textbook Reading Strategies

Working with Your Textbook

The Objective: Show Students How to Get the Most Out of Their Textbooks

The Objective: Help Students Become Competent Note Takers

The Objective: Use Alternative Resources for True ELL Beginners

In Summary: Working with Your Textbook

Questions for Discussion

References and Resources

Chapter 10 Reinforcing Learning: Activities and Assignments

Assignments to Promote Student Success

The Objective: Good Assignments Begin with Good Directions

The Objective: Modify Whole Class Assignments to Make Language Comprehensible

The Objective: Differentiate Instructional Activities and Assignments

In Summary: Assignments that Promote Student Success

Questions for Discussion

References and Resources

Part III Strategies for Classroom Practice: Assessment

Chapter 11 Classroom Assessments: Did They Learn What You Taught?

Essay Questions, Multiple-Choice Questions, and Language Demand

The Pitfalls of Multiple-Choice Tests

Separating Language from Content in Assessments

The Objective: Modify Testing Techniques

The Objective: Don’t Test at All!

The Objective: Grade English Language Learners to Promote Success

In Summary: Separating Language from Content in Assessment

Questions for Discussion

References and Resources

Chapter 12 The Big One: Preparing for High-Stakes Tests

Maximizing Student Potential on Standardized Tests

The Objective: Familiarize Students with the Format and Process of Multiple-choice Testing

The Objective: Use All Reasonable Allowable Accommodations for English Language Learners